The Etiology of Science Performance: Decreasing Heritability and Increasing Importance of the Shared Environment From 9 to 12 Years of Age

TY - JOUR

T1 - The Etiology of Science Performance

T2 - Decreasing Heritability and Increasing Importance of the Shared Environment From 9 to 12 Years of Age

AU - Haworth, Claire M. A.

AU - Dale, Philip S.

AU - Plomin, Robert

PY - 2009/5

Y1 - 2009/5

N2 - During childhood and adolescence, increases in heritability and decreases in shared environmental influences have typically been found for cognitive abilities. A sample of more than 2,500 pairs of twins from the Twins Early Development Study was used to investigate whether a similar pattern would be found for science performance from 9 to 12 years. Science performance was based on teacher-assessed U.K. National Curriculum standards. Science at 9 years showed high heritability (64%) and modest shared environmental (16%) estimates. In contrast to the expected developmental pattern, heritability was significantly lower at 12 years (47%) and shared environmental influences were significantly higher (32%). Understanding what these increasingly important shared environmental influences are could lead to interventions that encourage engagement in science throughout the lifespan.

AB - During childhood and adolescence, increases in heritability and decreases in shared environmental influences have typically been found for cognitive abilities. A sample of more than 2,500 pairs of twins from the Twins Early Development Study was used to investigate whether a similar pattern would be found for science performance from 9 to 12 years. Science performance was based on teacher-assessed U.K. National Curriculum standards. Science at 9 years showed high heritability (64%) and modest shared environmental (16%) estimates. In contrast to the expected developmental pattern, heritability was significantly lower at 12 years (47%) and shared environmental influences were significantly higher (32%). Understanding what these increasingly important shared environmental influences are could lead to interventions that encourage engagement in science throughout the lifespan.

U2 - 10.1111/j.1467-8624.2009.01289.x

DO - 10.1111/j.1467-8624.2009.01289.x

M3 - Article

VL - 80

SP - 662

EP - 673

JO - Child Development

JF - Child Development

IS - 3

ER -